16.
An “inchoate” or ordinary experience remains embryonic and never comes to mean anything... Thus, although there is activity – that is, things happening overtime, there is no coherence, development, or ﬂow to these things.

20.
...we have an experience when the material experienced runs its course to fulﬁllment. Then and then only is itintegrated within and demarcated in the general stream of experience from other experiences. A piece of work is ﬁnished in a way that is satisfactory; a problem receivesits solution; a game is played through; a situation, whether that of eating a meal, playing a game of chess, carrying ona conversation, writing a book, or taking part in a political campaign, is so rounded out that its close is a consummation and not a cessation. Such an experience is a whole and carries with it its own individualizing quality and self-sufﬁciency. It is an experience.

23.
Experience as a transaction An experience is an emotional state that fuses actions, events, and emotion into a uniﬁed whole One of [Deweys] main points is that experience isnot a psychological phenomenon. It is not somethingthat happens exclusively “within us, though it may certainly have components that we commonlydescribe in psychological terms. Rather, experience takes place in the world itself. It is made up of our continuous interaction and participation with objects, situations, and events that constitute our environment. (Jackson, 1995, p. 194

40.
Learning What are your personal learning goals forthe Master’s in Educational Technology? Putanother way, what do you really hope to get out of this program?

41.
Pre-MAET Goals 1 2 9 2 2 3 3 8 5 7Learn ways to scaffold and differentiate instructionLearn about the research base that supports technology integration in classroomsInstrumental Goals: Job security, Change Jobs, PD CreditsLearn new ideas that I can share with colleagues in my schoolLearn to enhance student achievement and comprehensionStreamline administration and grading workflowCollaborate & learn from other teachersLearn to use specific technologies that I’ve heard of but have not yet used or masteredBecome more proficient and knowledgeable with a broader range of technologiesLearn to integrate technology effectively in my classroom

42.
Alignment• 5 common assignments• Wikis• Common activities with common technologies• Planned for cross-Atlantic peer collaboration using social media and video- conferencing

46.
PlaceContent Connections Assignment• Create a website• Connections between MSU/E. Lansing or Rouen, France & a topic they teach• Design a student assignment that is inquiry-based that you deliver via this website• Embed multimedia

81.
“Hard” quickfires Sparks explores the notion of “schooling the imagination” in detail. Several apparent dichotomies are presented: knowing and understanding illusion and reality hand knowledge and symbolic knowledge mind and body intellect and intuition synthetic and eclectic learning truth and fiction In this context, the authors assert:By checking and crosschecking fiction with fact, experience withknowledge, by creating each in the image of the other, the writer [or in our case, the learner] ever more closely approximates recognized truths (p. 23).

127.
SURVEYS TPACKTPK - Technological Pedagogical Knowledge “I can choose technologies that enhance the teaching approaches for a lesson” “I am thinking critically about how to use technology in my classroom”

128.
SURVEYS TPACK 45 questions3-7 questions for each of the 7 sub-categories

129.
? How did the in-service teachers’ kn owledgechange in ea ch of the sev components en of TPACK?